Adapting to test structure: Letting testing teach what to learn

We propose that we encode and store information as a function of the particular ways we have used similar information in the past. More specifically, we contend that the experience of retrieval can serve as a powerful cue to the most effective ways to encode similar information in comparable future learning episodes. To explore these ideas, we did two studies in which all participants went through study–test cycles of single category lists while we manipulated the nature of the recognition tests. The recognition tests either included only same-category lures or only different-category lures. The experience of repeated testing leads participants to avoid conceptual-based strategies but only when conceptual knowledge was poorly diagnostic for recognition (i.e., in the same-category lures condition). In a second study with a similar manipulation, we showed that repeated testing with lures from the same category as study items improved performance in a final recall surprise test compared to conditions in which different-category lures were used. Such a difference is akin to the one obtained when encoding instructions focus on distinctive item features compared to cases in which the focus is on relational processing. We suggest that testing requirements lead to adaptive changes at encoding.     

The effects of local and global processing orientation on eyewitness identification performance

Recent work has demonstrated that performance on a simultaneous target-present photographic line-up can be enhanced by prior global processing orientation, and hindered by prior local processing orientation induced by processing Navon letter stimuli. A series of studies explore the generality of this processing bias effect using either videotaped scenarios or live interactions. Five experiments demonstrate that these effects are seen across a range of test stimuli, test formats, and test instructions. These data inform the processes engaged in by witnesses when making line-up identifications and indicate that it may be possible to improve the accuracy of witnesses making such judgements.     

医学生临床实习应掌握的几种哲学思维方式

为适应全球卫生事业的迅猛发展,面对医学教育落后于医学发展的现状,转化医学教育迫在眉睫。在第三代“以系统为基础”的教育改革中,培养医学生的哲学思维无疑是其重要环节之一。思维方式必须在医学生步入临床时就要开始正确培养,一旦开始阶段就养成不正确的思维方式、不但会导致医疗过程中的失误,而且再想改变将会有很大难度。本文通过对医学哲学重要性的探讨,剖析医学生哲学思维的不足,阐述了医学生,临床实习过程中应掌握的几种哲学思维方式。旨在提高医学生的哲学理念,促进以岗位胜任能力为导向的医学教育转型发展。     

责任感、神经质与心理契约违背关系研究:以人力资源实践为调节

对浙江地区551名企业管理者问卷调查,探讨组织中管理者大五人格的责任感、神经质维度与心理契约违背感知的关系,以及组织人力资源实践水平对此两者关系的调节作用.研究发现:(1)责任感水平与管理者对心理契约违背的感知呈负相关;神经质水平与管理者对心理契约违背的感知呈正相关.(2)组织人力资源实践水平在管理者人格特质与心理契约违背感知关系起显著调节作用.     

Experience Influences Affordance Perception for Low Crawling Under Barriers With Altered Body Dimensions

Abstract

We examined the role of experience in affordance perception for low crawling with altered body dimensions under barriers of different heights. Adults decided which of five backpacks (10–30?cm thick) they would be able to wear while low crawling under barriers. Participants were assigned to one of three experience conditions. Participants in the Pre/Post-choice experience condition crawled under the barrier before and after picking a backpack, participants in the Feedback condition crawled under the barrier after picking a backpack, but participants in the No Experience condition received no low-crawling experience. Past research suggests that pre-choice experience with low crawling under the barrier would lead to more accurate responses. Overall, participants in all three conditions scaled the height of the backpack to the barrier height. Pre-choice low-crawling experience strongly influenced backpack choices such that participants in the Pre/Post condition picked significantly smaller backpacks and produced fewer failures than participants in the other conditions. The results provide evidence that brief practice, in an unfamiliar posture, can lead to improvements in affordance perception.     

Evidence-Based Practice in Psychology: An Ethical Framework for Graduate Education,Clinical Training,and Maintaining Professional Competence

Evidence-based practice is often acknowledged as the future state of psychology, yet those graduate students who will soon be applying such practices tend to hold several misconceptions about the major components within this framework. This review highlights implications for graduate education, clinical training, and professional competence in light of the movement toward evidence-based practice in psychology. These implications are discussed in relation to the close parallel between the major components of the evidence-based framework and the current Ethical Principles of Psychologists and Code of Conduct. The evidence-based framework is discussed as an ideology that promotes lifelong learning and best prepares graduate students for ethical clinical practice throughout their careers as psychologists.     

Just Promise: Reformulating Justice as a Practice of the Gift

The triune God's justice is best understood as promised justice. Promised justice enables Christian practices that critique and end injustice.     

Limitations of the Mnemonic-Keyword Method

The effectiveness of the mnemonic-keyword method was investigated in 4 experiments in which participants were required to learn the lst-language (L₁, Spanish) equivalents of a list of 30 2nd-language words (L₂, Latin). Experiments 1 (adolescents) and 2 (adults) were designed to assess whether the keyword method was more effective than the rote method; the researcher supplied the keyword, and the participants were allowed to pace themselves through the list. Experiments 3 (adolescents) and 4 (adults) were similar to Experiments 1 and 2 except that the participants were also supplied with a drawing that illustrated the relationship between the keyword and the L₁ target word. All the experiments were performed with groups of participants in their classrooms (i.e., not in a laboratory context). In all experiments, the rote method was significantly more effective than was the keyword method.     

The Effect of Mental Practice on Performance in a Sequential Reaction Time Task

The effect of mental practice on performance in a dot-location RT task was investigated. Participants (N = 40) were required either to mentally practice, physically practice, or do no practice on an RT task in which the signals appeared in a repeating sequence. Correct mental practice, as opposed to incorrect mental practice and no practice, was predicted to have a positive (enhancing) effect on performance of the RT task. Despite previous evidence that mental rehearsal does enhance performance in many perceptual-motor tasks, neither correct nor incorrect mental rehearsal affected subsequent sequence learning; that is, no mental practice effect was observed. That surprising result is discussed in terms of motivational, psychoneuromuscular, separate memory systems, and transfer-appropriate processing explanations of mental practice.     

Physical and Observational Practice Afford Unique Learning Opportunities

In 2 experiments, the authors studied the effectiveness of physical and observational practice on learning and the effect on learning of combining physical practice and observation, as compared with providing physical practice alone. In Experiment 1, retention and transfer performance of 30 university students after physical, observational, or no practice were contrasted. Consistent with findings from other studies, the retention results indicated that observational practice is inferior to physical practice. The transfer data indicated no differences between observation and physical practice groups. In Experiment 2, retention and transfer performance of 30 participants in physical and combined (alternating physical and observational) practice groups were contrasted. The retention results showed no differences between the combined and physical practice groups, but the combined group performed significantly better than the physical practice group on the transfer test. Those findings suggest that a combination of observation and physical practice permits unique opportunities for learning beyond those available via either practice regimen alone.